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Exerpt from Unlocking Group Potential to Improve Schools
Exerpt from Unlocking Group Potential to Improve Schools
By process , I mean any strategy used to deliberate about content. Doyle and Strauss (1976) make a useful distinction between process and content , describing the former as “chewing” and the latter as “gum.” “Chewing” anything, including information, is essential when the goal is understanding.
By process , I mean any strategy used to deliberate about content. Doyle and Strauss (1976) make a useful distinction between process and content , describing the former as “chewing” and the latter as “gum.” “Chewing” anything, including information, is essential when the goal is understanding.
Brainstorming is an example of a process the rules of which are often violated. The ground rules for brainstorming are to accept and list all contributions without criticism or questions. The moment a question is asked about an item, the process breaks down and a rambling conversation is likely to ensue rather than a return to brainstorming. The facilitator should at once intervene. “Stop,” she should say. “Please save that question for later.” When each participant knows what process will happen following brainstorming, the group will find it easier to exercise self-discipline to stick to the protocol.
Brainstorming is an example of a process the rules of which are often violated. The ground rules for brainstorming are to accept and list all contributions without criticism or questions. The moment a question is asked about an item, the process breaks down and a rambling conversation is likely to ensue rather than a return to brainstorming. The facilitator should at once intervene. “Stop,” she should say. “Please save that question for later.” When each participant knows what process will happen following brainstorming, the group will find it easier to exercise self-discipline to stick to the protocol.
To be certain each member understands the protocol to be used, a facilitator can use a PAG/PAU strategy. In the PAG (process as given) phase, the facilitator outlines the process and the rules for what group members should and shouldn’t do. Then the facilitator checks group members’ understanding during the PAU (process as understood) phase. The facilitator might ask, “So, what are the ground rules?” “How much time will this take?” “What will you do if you have a question?"
To be certain each member understands the protocol to be used, a facilitator can use a PAG/PAU strategy. In the PAG (process as given) phase, the facilitator outlines the process and the rules for what group members should and shouldn’t do. Then the facilitator checks group members’ understanding during the PAU (process as understood) phase. The facilitator might ask, “So, what are the ground rules?” “How much time will this take?” “What will you do if you have a question?"
Implicitly, the group has now given the facilitator permission to intervene when an agreed-on process is not followed.
Implicitly, the group has now given the facilitator permission to intervene when an agreed-on process is not followed.
Garmston, Robert J. and Valerie von Frank. Unlocking Group Potential to Improve Schools. (Corwin Press, 2012), 18-19.
Read more of Unlocking Group Potential to Improve Schools here: Section I (Getting Work Done), Ch. 1: Building Effective Groups
Garmston, Robert J. and Valerie von Frank. Unlocking Group Potential to Improve Schools. Corwin Press, 2012.
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